Neurodiversity Archives - TRC | London | Midlands | Edinburgh | Riyadh

So… You’ve Been Diagnosed With ADHD. Now What?

Julia Ahrell — Wed, 08 Oct 2025 08:47:10 +0000

So... You’ve Been Diagnosed With ADHD. Now What?

Getting a diagnosis of ADHD can bring up all sorts of feelings — relief, clarity, confusion, or overwhelm. For some, having a name for the challenges they’ve faced is empowering. For others, it can feel like a heavy label. However it lands with you, it’s okay.

You might be wondering what comes next. Do you tell your boss? Your school? Friends? Should you try medication? How do you find support? These are big questions, and there’s no one-size-fits-all answer — but here are a few things to consider.

Sharing (or not sharing) your diagnosis

There’s no rule saying you have to disclose your diagnosis to anyone — not your workplace, not your school. But sometimes, sharing can help unlock useful support. At school, that might look like extra time in exams, access to a laptop, or even just sitting in a spot in the classroom that suits you better. At work, it might mean things like using noise-cancelling headphones, adjusting your desk location, or blocking out focus time in your calendar.

And if you’re not ready to share? You can still ask for adjustments — just frame them around productivity or focus, rather than diagnosis. It’s all about creating a setup where you can thrive.

Thinking about medication

Medication is a personal choice. Some people find that strategies and support are enough. Others feel that medication gives them the clarity or calm they’ve been missing. If you’re curious, a chat with your psychiatrist is a good place to start.

It can take a few months to find the right dose and type (slow release, quick release — or both), and that period might come with side effects like jitters, appetite changes, or trouble sleeping. It’s not always talked about, but it’s common — and usually temporary. Once things settle, many ADHDers find that medication helps manage things like hyperactivity, overwhelm, or anxious overthinking.

Finding your people

After a diagnosis, you might start noticing neurodivergent traits in others — family, friends, even co-workers. That awareness is totally normal. Many people find it helpful to connect with others who get it — whether that’s online groups, local meetups, talking therapy, or just a good chat with someone who understands.

A certified ADHD or neurodivergent coach can be especially helpful if you’re navigating big life changes or want support planning ahead.

Everyone’s ADHD journey looks different. There’s no perfect next step, just the one that feels right for you. This isn’t about fixing anything — it’s about understanding yourself better and choosing the tools that help you thrive.

Author: Julia Ahrell

Neurodiversity Coach

The post So… You’ve Been Diagnosed With ADHD. Now What? appeared first on TRC | London | Midlands | Edinburgh | Riyadh.

Supporting Neurodiverse Children Through Sensory Overload

Julia Ahrell — Mon, 28 Apr 2025 09:58:13 +0000

A guide for parents:

If you’re the parent of a neurodiverse child—whether they’re autistic, have ADHD, sensory processing disorder, or another neurodevelopmental condition—you may already be well acquainted with something called sensory overload. It can show up in everyday places like grocery stores, family gatherings, or even during what seems like a calm day at home.

What Is Sensory Overload?

Sensory overload happens when one or more of the body’s senses is overwhelmed by too much input. Think of it like trying to listen to five radio stations at once while someone shines a torch in your eyes and sprays perfume nearby. For many neurodiverse kids, this is not just uncomfortable—it can be distressing, disorienting, or even painful.

Some common signs your child might be experiencing sensory overload include:

Covering ears or eyes
Meltdowns or shutting down
Irritability or panic
Refusing to enter certain environments (like noisy restaurants or crowded classrooms)
Sudden withdrawal or aggression

Every child is different, so it’s not always obvious—and it’s rarely something they’re doing on purpose.

Practical Steps Parents Can Take:

Here are some ways you can support your child when sensory overload is a challenge:

Create a “Safe Space” at Home

Designate a calming area where your child can retreat if things get too overwhelming. This space should be low-stimulation—soft lighting, cozy textures, perhaps noise-cancelling headphones, fidget toys, or weighted blankets. Let them know it’s always okay to take a break there.

Use Visual Schedules or Cues

For kids who struggle with transitions or uncertainty, visual schedules or picture cards can reduce anxiety. Knowing what’s coming next can help them mentally prepare and reduce overload triggers.

Noise-Cancelling Tools are Game-Changers

A good pair of noise-reducing headphones can help in noisy settings like shopping centers, school cafeterias, or busy streets. You can also try earplugs or calming music playlists.

Understand Their Triggers

Start observing patterns: Is it bright lights, crowds, loud sounds, certain clothing textures, or strong smells that cause distress? Keep a simple sensory diary to track meltdowns or shutdowns—it can help you anticipate challenges and plan ahead.

Give Them Control Where You Can

Let them choose their clothes (some textures are intolerable), the lighting in their room, or what seat they want at dinner. Little choices can give them a sense of control and reduce stress.

Don’t try and get a response from them when they are in a state of overload – instead, try “Low and Slow” Responses

When your child is overloaded, stay calm. Use a soft voice, give them space, and avoid asking too many questions. Their brain is already on high alert—gentle, minimal communication works best in that moment. Saying “I hear you,” “I see that this is hard for you,” or “I’m here when you’re ready” can be incredibly grounding.

Prep for Outings with a “Sensory Toolkit”

Pack a small bag with your child’s sensory supports: chewy necklaces, stress balls, sunglasses, headphones, or favourite comfort items. Let them help choose what goes in—it builds independence and trust.

Remember: You Don’t Have to Be Perfect

Supporting a neurodiverse child is a journey, and sensory overload is just one piece of the puzzle. Some days will be harder than others, and that’s okay. Your presence, patience, and willingness to learn alongside your child are already huge gifts.

Author: Julia Ahrell

Neurodiversity Coach

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Understanding Autism in Girls: Why It’s Often Missed

Valentina Sartore — Wed, 02 Apr 2025 16:41:28 +0000

The recent increase in conversations around autism and Autistic Spectrum Disorder (ASD) has been shining a light on misconceptions and stigma around ASD which have existed in society historically.

This post focuses particularly on the issue of a gender bias in ASD conceptualisation, diagnosis and research, which for many years has led to the experiences of autistic girls and women being misunderstood and overlooked.

In the past, autism has been primarily associated with boys and men. Traditional diagnostic criteria and research have largely been based on male presentations of autism, leading to a significant gap in understanding how autism presents in girls and women. This has, in turn, led to the belief that autism is more common in boys/men than girls/women (with a suggested ratio ranging from 4:1 to 7:1).

However, recent studies are suggesting that the true ratio of autistic males to females is actually a lot lower than previously thought (3:1, or even 2:1), and that autistic girls may experience symptoms just as intensely as autistic boys.

One key reason this is missed, is the concept of the “female autism phenotype.” This theory suggests that autistic girls often display traits and behaviours that differ from the stereotypical (male-based) understanding of autism. This leads to autism not being picked up in girls by those around them, such as parents and teachers; it also means that, because diagnostic tools were developed primarily from studies on boys, ASD assessments might fail to accurately capture the ways autism presents in girls.

According to research around the female autism phenotype, some reasons why autism in girls might be missed are the following:

1. Masking and Camouflaging

Autistic girls may be more socially motivated and aware of social norms than autistic boys. They may consciously or unconsciously “mask” their autistic traits—adopting behaviours that help them “fit in” socially, such as forcing eye contact, or mimicking social behaviours. While this helps them navigate social situations, it can be mentally exhausting and may lead to issues such as anxiety, depression, and autistic burnout.

Of course, autistic boys and men mask/camouflage too; however, as girls and women (autistic or not) are typically held to higher social communication standards (e.g., girls may be expected to naturally be quieter, empathetic, less “boisterous”), it makes sense that autistic girls may go to greater efforts to match these societal expectations, and mask any traits that may differ from what society expects of them.

2. Different Social and Behavioural Traits

Autistic girls may display stronger social motivation, and they might be better at forming traditional friendships compared to autistic boys. While autistic boys may show visible social difficulties, girls often develop coping strategies that allow them to blend in. However, this doesn’t mean they don’t face challenges—many autistic girls experience intense social anxiety and emotional exhaustion from “keeping up their social personas”.

Another reason girls may not be flagged for autism is their interests. While autistic boys might develop highly specific interests that seem unusual for their age (e.g., train schedules or mechanics), autistic girls may focus intensely on topics that align with their peers’ interests, such as animals, books, or celebrities. This can make their restricted interests less noticeable to parents and teachers.

3. Internalising vs. Externalising Behaviours

While autistic boys are more likely to show externalising behaviours such as hyperactivity or conduct problems, autistic girls may be more prone to internalising their difficulties (similarly to non-autistic girls). This can lead to autism being missed in girls, as internalising behaviours are not as easily observable from the outside.

4. Bias in Diagnosis and Research

Many standardised autism assessments (used to diagnose ASD, but also to include/exclude participants from ASD research) are based on male-centred criteria, meaning they may fail to capture how autism presents in girls. Additionally, clinicians may hold unconscious biases that influence their ability to recognise autism in female patients. All of this, again, might lead to delayed, missed, or absence of ASD diagnosis.

When autism goes undiagnosed in girls, the effects can be profound. Many undiagnosed autistic women report feeling as though something is “wrong” with them, without understanding why they struggle in certain areas. This may lead to autistic burnout, higher rates of mental health problems such as anxiety, depression and eating disorders, and even self-harm and suicidality.

In recent years, an increasing number of research studies have been focusing on gaining more understanding of the female autism phenotype. Hopefully, this can lead to greater awareness of how autism presents in girls and women, and how this might be different from how it shows up in boys and men. This is really important for improving diagnosis rates and ensuring all autistic individuals receive the support they need. By broadening our understanding and adapting diagnostic criteria to be more inclusive of female presentations, we can help more autistic girls and women gain clarity, validation in their experiences, and the resources they need to thrive.

References

Bargiela, S., Steward, R., & Mandy, W. (2016). The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype. Journal of autism and developmental disorders, 46(10), 3281–3294. https://doi.org/10.1007/s10803-016-2872-8

D’Mello, A. M., Frosch, I. R., Li, C. E., Cardinaux, A. L., & Gabrieli, J. D. E. (2022). Exclusion of females in autism research: Empirical evidence for a “leaky” recruitment-to-research pipeline. Autism research : official journal of the International Society for Autism Research, 15(10), 1929–1940. https://doi.org/10.1002/aur.2795

Autism.org – Women in Autism – https://autism.org/women-in-autism/#gender-bias

Author: Valentina Sartore

Psychotherapist

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